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Crosswalk for Climate Literacy: The Essential Principles of Climate Sciences and Excellence in

Environmental Education – Guidelines for Learners (K-12)

What is climate science literacy?

Climate Science Literacy is an understanding of your influence on climate and climate’s influence on you and society.

Climate Literacy: The

Essential Principles of

Climate Sciences (2009)

Excellence in Environmental Education Guidelines for Learners (K-12) (NAAEE 2010)

A climate-literate person: EE

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Eighth Grade Twelfth Grade

understands the essential

principles of Earth’s climate

system,

See Essential Principles (1-7) below See Essential Principles (1-7) below

knows how to assess

scientifically credible

information about climate

1.C

1.D

STRAND 1—Questioning, Analysis

and Interpretation Skills C) Collecting information—Learners are

able to locate and collect information about

the environment and environmental topics.

D) Evaluating accuracy and reliability—

Learners understand the need to use

reliable information to answer their

questions. They are familiar with some

basic factors to consider in judging the

merits of information.

STRAND 1—Questioning, Analysis and

Interpretation Skills C) Collecting information—Learners are able to

locate and collect reliable information for

environmental investigations of many types. They

know how to use sophisticated technology to collect

information, including computer programs that

access, gather, store, and display data.

Adjust information collection strategies to

compensate for potential bias in information

sources. D) Evaluating accuracy and reliability—Learners

can apply basic logic and reasoning skills to evaluate

completeness and reliability in a variety of

information sources.

Identify logical errors and spurious statements

in everyday situations such as political

speeches about the environment or commercial advertising.

Look for and explain flaws such as faulty or

misleading use of statistics, misrepresentation

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of data that is presented graphically, or biased

selection of data to support a claim. For

example, analyze the public debate over an

environmental issue. Examine speeches,

advertisements, news releases, and pamphlets put out by groups on various sides of the issue.

Explain why some research results are judged

to be more credible than are others. Consider

factors such as possible sources of bias in

interpretation, funding sources, and research procedures

communicates about climate

and climate change in a

meaningful way

1.G

3.1.D

3.2.A

STRAND 1—Questioning, Analysis

and Interpretation Skills G) Drawing conclusions and developing

explanations—Learners can develop

simple explanations that address their

questions about the environment.

STRAND 3.1–—Skills for Analyzing

and Investigating Environmental

Issues D) Working with flexibility, creativity,

and openness—Learners are able to

consider the assumptions and

interpretations that influence the

conclusions they and others draw about

environmental issues.

STRAND 3.2–Decision-Making and

Citizenship Skills Guidelines:


Interpretation Skills G) Drawing conclusions and developing

explanations—Learners are able to use evidence and

logic in developing proposed explanations that

address their initial questions and hypotheses.

Differentiate between causes and effects and

identify when causality is uncertain.

Speak in general terms about their confidence

in proposed explanations as well as possible

sources of uncertainty and error. Distinguish

between error and unanticipated results in

formulating explanations. Consider the

assumptions of models and measuring

techniques or devices as possible sources of

error.

STRAND 3.1–—Skills for Analyzing and

Investigating Environmental Issues

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A) Forming and evaluating personal

views—Learners are able to identify,

justify, and clarify their views on

environmental issues and alternative ways

to address them.

D) Working with flexibility, creativity, and

openness—While environmental issues

investigations can bring to the surface deeply held

views, learners are able to engage each other in peer

review conducted in the spirit of open inquiry.

Question, offer alternative explanations, and

defend interpretations in group discussions.

STRAND 3.2–Decision-Making and

Citizenship Skills Guidelines: A) Forming and evaluating personal views—

Students are able to communicate, evaluate, and

justify their own views on environmental issues and

alternative ways to address them.

Articulate a position on an environmental issue.

Justify the position based on an analysis of

information from a variety of sources, personal

beliefs and values, and clear reasoning.

is able to make informed

and responsible decisions

with regard to actions that

may affect climate.

3.1.A

3.1.B

3.1.C

3.1.D

3.2.A

3.2.B

3.2.C

3.2.D

4.A

4.B

4.C

4.D

STRAND 3.1–—Skills for Analyzing


Issues

A) Identifying and investigating

issues—Learners are able to use

primary and secondary sources of

information, and apply growing

research and analytical skills, to

investigate environmental issues,

beginning in their own community.

B) Sorting out the consequences of

issues—Learners are able to apply their

knowledge of ecological and human

STRAND 3.1–—Skills for Analyzing and

Investigating Environmental Issues A) Identifying and investigating issues—Learners

apply their research and analytical skills to

investigate environmental issues ranging from local

issues to those that are regional or global in scope.

B) Sorting out the consequences of issues—

Learners are able to evaluate the consequences of

specific environmental changes, conditions, and

issues for human and ecological systems.

C) Identifying and evaluating alternative solutions

and courses of action—Learners are able to identify

and propose action strategies that are likely to be

effective in particular situations and for particular

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processes and systems to identify the

consequences of specific environmental

issues.

C) Identifying and evaluating

alternative solutions and courses of

action—Learners are able to identify

and develop action strategies for

addressing particular issues.

D) Working with flexibility,

creativity, and openness—Learners

are able to consider the assumptions

and interpretations that influence the

conclusions they and others draw about


STRAND 3.2—Decision-Making and

Citizenship Skills

A) Forming and evaluating personal

views—Learners are able to identify,

justify, and clarify their views on

environmental issues and alternative

ways to address them.

B) Evaluating the need for citizen

action—Learners are able to evaluate

whether they believe action is needed

in particular situations, and decide

whether they should be involved.

C) Planning and taking action—As

learners begin to see themselves as

citizens taking active roles in their

purposes.



investigations can bring to the surface deeply held

views, learners are able to engage each other in peer

review conducted in the spirit of open inquiry.


Citizenship Skills A) Forming and evaluating personal views—

Students are able to communicate, evaluate, and

justify their own views on environmental issues and

alternative ways to address them.

B) Evaluating the need for citizen action—

Learners are able to decide whether action is needed

in particular situations and whether they should be

involved.

C) Planning and taking action—Learners know

how to plan for action based on their research and

analysis of an environmental issue. If appropriate,

they take actions that are within the scope of their

rights and consistent with their abilities and

responsibilities as citizens.

D) Evaluating the results of actions—Learners are

able to evaluate the effects of their own actions and

actions taken by other individuals and groups,

including possible intended and unintended

consequences of actions.

STRAND 4—Personal and Civic

Responsibility A) Understanding societal values and principles—

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communities, they are able to plan for

and engage in citizen action at levels

appropriate to their maturity and

preparation.

D) Evaluating the results of actions—

Learners are able to analyze the effects

of their own actions and actions taken

by other individuals and groups.


Responsibility

A) Understanding societal values and

principles—Learners understand that

societal values can be both a unifying

and a divisive force.

B) Recognizing citizens’ rights and

responsibilities—Learners understand

the rights and responsibilities of

citizenship and their importance in

promoting the resolution of


C) Recognizing efficacy—Learners

possess a realistic self-confidence in

their effectiveness as citizens.

D) Accepting personal

responsibility—Learners understand

that their actions can have broad

consequences and that they are

responsible for those consequences.

Learners know how to analyze the influence of

shared and conflicting societal values.

B) Recognizing citizens’ rights and

responsibilities—Learners understand the

importance of exercising the rights and

responsibilities of citizenship.

C) Recognizing efficacy—Learners possess a

realistic self-confidence in their effectiveness as

citizens.

D) Accepting personal responsibility—Learners

understand that their actions can have broad

consequences and accept responsibility for

recognizing those effects and changing their actions

when necessary.

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Guiding principle for informed climate decision:




Excellence in Environmental Education Guidelines for Learners (K-12) (2010)

Humans can take actions to

reduce climate change and

its impacts.

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A. Climate information can be

used to reduce vulnerabilities

or enhance the resilience of

communities and ecosystems

affected by climate change.

Continuing to improve

scientific understanding of the

climate system and the quality

of reports to policy and

decision-makers is crucial.

2.4.A

2.4.D

2.4.E

STRAND 2.4—Environment and

Society A) Human/environment interactions—

Learners understand that human-caused

changes have consequences for the immediate

environment as well as for other places and

future times.

Explain how human-caused environmental

changes cause changes in other places. For

example, discuss the effects of building a

dam on downstream plant and animal

communities as well as on human

communities or how climate change might

reduce the availability of food, water, and

land.

D) Technology—Learners understand the

human ability to shape and control the

environment as a function of the capacities

for creating knowledge and developing new

technologies. E) Environmental issues—Learners are

familiar with a range of environmental issues

at scales that range from local to national to

global. They understand that people in other

places around the world experience

environmental issues similar to the ones they

are concerned about locally.

Discuss how the disagreements at the

heart of environmental issues make them

difficult to resolve. Consider the role of

STRAND 2.4—Environment and Society A) Human/environment interactions—Learners

understand that humans are able to alter the

physical environment to meet their needs and that

there are limits to the ability of the environment to

absorb impacts or meet human needs.

Analyze specific examples of environmental

change in terms of qualitative and

quantitative costs and benefits for different

groups of people and specific species or

ecosystems. For example, evaluate the effect

of sea level rise and other possible impacts of

climate change.

D) Technology—Learners are able to examine

the social and environmental impacts of various

technologies and technological systems. E) Environmental issues—Learners are familiar

with a range of environmental issues at scales that

range from local to national to global. They

understand that these scales and issues are often

linked.

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understanding, creativity, or compromise

in finding solutions to issues such as

climate change.

B. Reducing human

vulnerability to the impacts of

climate change depends not

only upon our ability to

understand climate science,

but also upon our ability to

integrate that knowledge into

human society. Decisions

that involve Earth’s climate

must be made with an

understanding of the complex

interconnections among the

physical and biological

components of the Earth

system as well as the

consequences of such

decisions on social, economic,

and cultural systems.

2.2.C

2.2.D

2.3.A

2.3.B

2.3.C

2.3.D

3.1.B

STRAND 2.2—The Living Environment C) Systems and connections—Learners

understand major kinds of interactions among

organisms or populations of organisms.

Summarize how abiotic and biotic

components in combination influence the

structure of an ecosystem. For example,

create a map for the local region that

shows average temperature and rainfall

correlated with local forest, grassland or

desert ecosystems. Or discuss the process

of soil formation in terms of the

interaction of climate, geology, and

living organisms.

D) Flow of matter and energy—Learners

understand how energy and matter flows

among the abiotic and biotic components of

the environment.

Explain how matter is transferred among

organisms and between organisms and

their environment in these food webs.

Describe the role played by organisms in

the global carbon cycle.

STRAND 2.3—Humans and Their

Societies A) Individuals and groups—Learners

understand that how individuals perceive the

STRAND 2.2—The Living Environment C) Systems and connections—Learners

understand the living environment to be comprised

of interrelated, dynamic systems.

Discuss the interactions among organisms and

their environments. Explain ecosystem change

with respect to variables such as climate

change, the introduction of new species, and

human impacts; and explain processes such as

desertification and soil formation as

mechanisms for such change.

STRAND 2.3—Humans and Their Societies A) Individuals and groups—Learners understand

the influence of individual and group actions on the

environment, and how groups can work to promote

and balance interests.

B) Culture—Learners understand cultural

perspectives and dynamics and apply their

understanding in context.

C) Political and economic systems—Learners

understand how different political and economic

systems account for, manage, and affect natural

resources and environmental quality.

D) Global connections—Learners are able to

analyze global social, cultural, political,

economic, and environmental linkages.

Explain regional and national economic

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environment is influenced in part by individual

traits and group membership or affiliation.

Explain how group membership—and

shared values, beliefs, and assumptions—

can influence individuals, impel different

reactions to physical and social

environments and changes, and cause

social change. For example, describe how

family, religion, gender, ethnicity,

socioeconomic status, and other factors

may influence individuals’ values and

perceptions about the environment and

their communities. B) Culture—As they become familiar with a

wider range of cultures and subcultures,

learners gain an understanding of cultural

perspectives on the environment and how the

environment may, in turn, influence culture.

C) Political and economic systems—

Learners become more familiar with political

and economic systems and how these systems

take the environment into consideration.

Differentiate among public and private

goods and services, using environment-

related goods and services to illustrate.

For example, examine the values and

functions of wetlands. Distinguish among

public goods, such as groundwater

recharge, flood control, and wildlife

habitat; and private goods, such as their

value for agricultural production or water

specialization and international trade in terms

of uneven distribution of resources and

differing costs of producing similar goods

(due to factors such as climate, labor costs,

and energy costs).

STRAND 3.1—Skills for Analyzing and

Investigating Environmental Issues B) Sorting out the consequences of issues—As

students come to understand that environmental

and social phenomena are linked, they are able to

explore the consequences of issues.

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storage, or the value of draining the land

for other uses. Discuss difficulties

encountered in drawing these

distinctions.

Identify economic and political features

of the local community and state, and

describe how environmental decisions

can be influenced by these economic and

political systems and actors.

D) Global connections—Learners become

familiar with ways in which the world's

environmental, social, economic, cultural,

and political systems are linked.

Explain international trade in terms of

uneven distribution of resources.


Investigating Environmental Issues B) Sorting out the consequences of issues—

Learners are able to apply their knowledge of

ecological and human processes and systems

to identify the consequences of specific


C. The impacts of climate

change may affect the security

of nations. Reduced

availability of water, food, and

land can lead to competition

and conflict among humans,

potentially resulting in large

2.3.D

2.3.E

2.4.A

2.4.C


Societies D) Global connections—Learners become

familiar with ways in which the world’s

environmental, social, economic, cultural, and

political systems are linked.

E) Change and conflict—Learners

STRAND 2.3—Humans and Their Societies D) Global connections—Learners are able to

analyze global, social, cultural, political, economic,

and environmental linkages.

E) Change and conflict—Learners understand the

functioning of public processes for promoting and

managing change and conflict, and can analyze

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groups of climate refugees.

understand that human social systems change

over time and that conflicts sometimes arise

over differing and changing viewpoints about

the environment.


Society

A) Human/environment interactions –


changes have consequences for the

immediate environment as well as for

other places and future times.

Explain how human-caused

environmental changes cause changes in

other places. For example, discuss the

effects of building a dam on downstream

plant and animal communities as well as

on human communities or how climate

change might reduce the availability of

food, water, and land. C) Resources—Learners understand that

uneven distribution of resources influences

their use and perceived value.

Map and discuss distribution and

consumption patterns for specific resources,

such as metals, fresh water, or certain types

of forests. Note resources that are being

rapidly depleted or might be impacted by

climate change.

their effects on the environment.

STRAND 2.4—Environment and Society

A) Human/environment interactions—

Learners understand that humans are able to alter

the physical environment to meet their needs and

that there are limits to the ability of the

environment to absorb impacts or meet human

needs.

Analyze specific examples of environmental

change in terms of qualitative and

quantitative costs and benefits for different

groups of people and specific species or

ecosystems. For example, evaluate the effect

of sea level rise and other possible impacts of

climate change. C) Resources—Learners understand that the

importance and use of resources change over time

and vary under different economic and

technological systems.

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D. Humans may be able to

mitigate climate change or

lessen its severity by reducing

greenhouse gas concentrations

through processes that move

carbon out of the atmosphere

or reduce greenhouse gas

emissions.

2.4.D


Society D) Technology—Learners understand the


environment as a function of the capacities for

creating knowledge and developing new

technologies.

STRAND 2.4—Environment and Society D) Technology—Learners are able to examine the

social and environmental impacts of various

technologies and technological systems.

E. A combination of strategies

is needed to reduce greenhouse

gas emissions. The most

immediate strategy is

conservation of oil, gas, and

coal, which we rely on as fuels

for most of our transportation,

heating, cooling, agriculture,

and electricity. Short-term

strategies involve switching

from carbon-intensive to

renewable energy sources,

which also requires building

new infrastructure for

alternative energy sources.

Long-term strategies involve

innovative research and a

fundamental change in the way

humans use energy.

2.4.C

2.4.D

3.1.C


Society C) Resources—Learners understand that

uneven distribution of resources influences

their use and perceived value.

Explain why certain resources (such as

oil, coal, or natural gas) have been key

to the development of human societies,

and identify resources that were critical

to development at different times in

history. Consider the implications of

switching from carbon-intensive to

renewable energy sources. D) Technology—Learners understand the


environment as a function of the capacities

for creating knowledge and developing new

technologies.

STRAND 2.4—Environment and Society C) Resources—Learners understand that the

importance and use of resources change over

time and vary under different economic and

technological systems.

Describe how changes in technology alter the

use of resources. Illustrate with examples

such as the ability to harvest timber on steep

slopes using helicopters or building

technologies that incorporate nontraditional

or recycled materials, or use of renewable

energy resources.

D) Technology—Learners are able to examine

the social and environmental impacts of various



Investigating Environmental Issues C) Identifying and evaluating alternative

solutions and courses of action—Learners are

able to identify and propose action strategies that

are likely to be effective in particular situations and

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for particular purposes.

F. Humans can adapt to

climate change by reducing

their vulnerability to its

impacts. Actions such as

moving to higher ground to

avoid rising sea levels,

planting new crops that will

thrive under new climate

conditions, or using new

building technologies

represent adaptation strategies.

Adaptation often requires

financial investment in new or

enhanced research,

technology, and infrastructure.

2.4.A

2.4.B

2.4.D

2.4.E






future times.

B) Places—Learners begin to explore the

meaning of places both close to home and

around the world.

Analyze physical and human

characteristics of places and make

inferences about how and why these

characteristics have developed and

changed over time. D) Technology—Learners understand the


environment as a function of the capacities for

creating knowledge and developing new

technologies.

Analyze how the ability to develop and use

technology gives humans great influence

over the environment and ability to adapt to

environmental changes such as rising sea

levels and new climate conditions.

E) Environmental issues—Learners are

familiar with a range of environmental issues

at scales that range from local to national to

global. They understand that people in other

places around the world experience






B) Places—Learners understand “place” as humans

endowing a particular part of the Earth with

meaning through their interactions with that

environment.

D) Technology—Learners are able to examine the

social and environmental impacts of various


E) Environmental issues—Learners are familiar

with a range of environmental issues at scales that

range from local to national to global. They

understand that these scales and issues are often

linked.

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environmental issues similar to the ones they

are concerned about locally.

Discuss how the disagreements at the

heart of environmental issues make them

difficult to resolve. Consider the role of

understanding, creativity, or compromise

in finding solutions to issues such as

climate change.

G. Actions taken by

individuals, communities,

states, and countries all

influence climate. Practices

and policies followed in

homes, schools, businesses,

and governments can affect

climate. Climate-related

decisions made by one

generation can provide

opportunities as well as limit

the range of possibilities open

to the next generation. Steps

toward reducing the impact of

climate change may influence

the present generation by

providing other benefits such

as improved public health

infrastructure and sustainable

built environments.

2.3.C

2.3.D

2.4.A

3.1.A

3.1.B

3.2.B

3.2.C

3.2.D

4.C

4.D


Societies C) Political and economic systems—

Learners become more familiar with political

and economic systems and how these systems

take the environment into consideration.

Identify ways in which governments and

economic systems work to protect the

environment and distribute natural

resources. Give examples of laws,

incentives, and penalties that affect

people's behavior toward the

environment and each other. D) Global connections—Learners become

familiar with ways in which the world’s

environmental, social, economic, cultural, and

political systems are linked.

Describe ways in which the global

environment is affected by individual and

group actions, as well as by government

policies and actions having to do with

energy use and other forms of

consumption, waste disposal, resource

STRAND 2.3—Humans and Their Societies C) Political and economic systems—Learners

understand how different political and economic

systems account for, manage, and affect natural

resources and environmental quality.

D) Global connections—Learners are able to

analyze global, social, cultural, political, economic,

and environmental linkages.








A) Identifying and investigating issues—

Learners apply their research and analytical skills

to investigate environmental issues ranging from

local issues to those that are regional or global in

scope.

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management, industry, and population.

Explain how an environmental change in

one part of the world can have

consequences for other places. For

example, develop a map or another visual

presentation that shows the effects of

acid rain or nuclear fallout in places distant from the source of the pollution.






future times.

Describe intended and unintended

environmental and social consequences

associated with the changing use of

technologies. Consider consequences

that may be positive as well as negative.

For example, discuss particular

irrigation methods, different ways of

generating electrical power, or the use of synthetic pesticides.


environmental changes cause changes in

other places. For example, discuss the

effects of building a dam on

downstream plant and animal

B) Sorting out the consequences of issues—

Learners are able to evaluate the consequences of

specific environmental changes, conditions, and

issues for human and ecological systems.


Citizenship Skills B) Evaluating the need for citizen action—

Learners are able to decide whether action is

needed in particular situations and whether they

should be involved.

C) Planning and taking action—Learners know

how to plan for action based on their research and

analysis of an environmental issue. If appropriate,

they take actions that are within the scope of their

rights and consistent with their abilities and

responsibilities as citizens.

D) Evaluating the results of actions—Learners

are able to evaluate the effects of their own actions

and actions taken by other individuals and groups.


Responsibility C) Recognizing efficacy—Learners possess a

realistic self-confidence in their effectiveness as

citizens.

D) Accepting personal responsibility—Learners

understand that their actions can have broad

consequences and accept responsibility for

recognizing those effects and changing their actions

when necessary.

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communities as well as on human

communities or how climate change

might reduce the availability of food, water and land.

STRAND 3— Skills for Understanding

and Addressing Environmental Issues




Learners are able to use primary and

secondary sources of information, and apply

growing research and analytical skills, to

investigate environmental issues, beginning

in their own community.

Clearly articulate and define

environmental issues. For example,

describe the history and origins of the

issue, actions that have been taken to

address the issue, the apparent effects

of these actions, and the current

situation.


issues—Learners are able to apply their

knowledge of ecological and human

processes and systems to identify the


issues.

Analyze issues by looking at trade-offs

that have been made. For example,

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consider where various human activities

(such as landfills, highways, chemical

factories, or hazardous waste

incinerators) are located and their effects

on different places and different segments of the population.

Speculate about the effects of a

proposed state or local environmental

regulation. For example, consider

effects on different sectors of the

economy, neighborhoods, public health,

particular plant and animal species and

communities, and overall environmental

quality.


Citizenship Skills B) Evaluating the need for citizen action—

Learners are able to evaluate whether they

believe action is needed in particular

situations, and decide whether they should be

involved.

Identify different forms of action that

citizens can take in the economic,

political, and legal spheres, as well as

actions aimed at directly improving or

maintaining some part of the

environment or persuading others to take

action.

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Speculate about the likely effects of

specific actions on society and the

environment, and the likelihood these

actions will resolve a specific

environmental issue. D) Evaluating the results of actions—

Learners are able to analyze the effects of their

own actions and actions taken by other

individuals and groups.


Responsibility C) Recognizing efficacy—Learners possess a

realistic self-confidence in their effectiveness

as citizens.

Explain the ways in which citizen action

and public opinion influence environmental policy decisions.

Describe how individuals and groups act

within society to create change, meet

individual needs and promote the

common good. Illustrate with examples from environmental issues.

Describe ways in which their actions

have made a difference. Use examples

that begin in the classroom and the

home, and extend beyond to encompass

the broader communities in which

students begin to see possibilities for

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action. D) Accepting personal responsibility—

Learners understand that their actions can have

broad consequences and that they are

responsible for those consequences.

Analyze some of the effects that their

actions (and the actions of their families,

social groups, and communities) have

on the environment, other humans, and other living beings.

Describe actions in terms of their effects

that reach into the future.

Climate Literacy: The Essential

Principles of Climate Sciences (2009)

Excellence in Environmental Education Guidelines for Learners (K-12)

(2010)

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1. The sun is the primary

source of energy for Earth’s

climate system.

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1. A Sunlight reaching the Earth can

heat the land, ocean, and

atmosphere. Some of that

sunlight is reflected back to space

by the surface, clouds, or ice.

Much of the sunlight that reaches

Earth is absorbed and warms the

planet.

2.1.A

2.1.C

STRAND 2.1—The Earth as a

Physical System A) Processes that shape the

Earth—Learners have a basic

understanding of most of the

physical processes that shape the

Earth. They are able to explore the

origin of differences in physical

patterns.

Relate physical processes and

STRAND 2.1—The Earth as a Physical

System A) Processes that shape the Earth—Learners

understand the major physical processes that

shape the Earth. They can relate these processes,

especially those that are large-scale and long-term,

to characteristics of the Earth.

Relate different types of climate to processes

such as the transfer of heat energy, cloud

formation, wind and ocean currents,

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(2010)

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climate system.

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patterns (such as climate,

weather phenomena, and

seasonal change) to the Earth/sun

relationship.

C) Energy—Learners begin to

grasp formal concepts related to

energy by focusing on energy

transfer and transformations. They

are able to make connections

among phenomena such as light,

heat, magnetism, electricity, and

the motion of objects.

Trace the flow of energy in

examples that encompass

several different transfers and

transformations of energy. For

example, trace the path of

energy in the creation and consumption of fossil fuels.

Describe how atmospheric

gases alter how much solar

energy is absorbed or radiated.

atmospheric circulation patterns, and the

cycling of water. Explain how positive

feedback loops can affect climate. C) Energy—Learners apply their knowledge of

energy and matter to understand phenomena in the

world around them.

Explain the dynamic relationship between

greenhouse gases, solar energy absorption

and radiation, and climate.

1. B When Earth emits the same

amount of energy as it absorbs,

its energy budget is in balance,

and its average temperature

remains stable.

2.1.C STRAND 2.1—The Earth as a

Physical System C) Energy—Learners begin to








System C) Energy—Learners apply their knowledge of


world around them.

Use the laws of thermodynamics to explain

why natural systems need a certain amount

of energy input to maintain their

organization.

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climate system.

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Trace the flow of energy in

examples that encompass

several different transfers and

transformations of energy. For

example, trace the path of

energy in the creation and

consumption of fossil fuels.

1. C The tilt of Earth’s axis relative to

its orbit around the Sun results in

predictable changes in the

duration of daylight and the

amount of sunlight received at

any latitude throughout a year.

These changes cause the annual

cycle of seasons and associated

temperature changes.

2.1.A STRAND 2.1—The Earth as a







patterns.





relationship.







1. D Gradual changes in Earth’s

rotation and orbit around the Sun

change the intensity of sunlight

received in our planet’s polar and

equatorial regions. For at least

the last 1 million years, these

changes occurred in 100,000-

year cycles that produced ice

ages and the shorter warm








patterns.

Consider historical evidence of







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climate system.

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periods between them. changes in physical processes

and patterns. For example,

examine tree rings or formation

and melting of glaciers as

evidence of climate change.





relationship.

1. E A significant increase or decrease

in the Sun’s energy output would

cause Earth to warm or cool.

Satellite measurements taken

over the past 30 years show that

the Sun’s energy output has

changed only slightly and in both

directions. These changes in the

Sun’s energy are thought to be

too small to be the cause of the

recent warming observed on

Earth.








patterns.




seasonal change) to the

Earth/sun relationship. For

example, create a model that

shows how seasonal change

is affected by the Earth/sun

relationship.







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2. Climate is regulated by

complex interactions among

components of the Earth system.

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2.A Earth’s climate is influenced by

interactions involving the Sun,

ocean, atmosphere, clouds, ice,

land, and life. Climate varies by

region as a result of local

differences in these interactions.

2.1.A

2.1.C








patterns.

Analyze physical patterns such

as climate, areas of geothermal

activity, soil types, seal level

rise, and arid regions, suggesting

reasons for these patterns.

C) Energy – Learners begin to








Explain how solar energy

contributes to the movement of

global air masses, the

hydrological cycle and ocean

currents.












feedback loops can affect climate.

Use examples such as the El Niño effect or

the Santa Ana winds to illustrate how

changes in wind patterns or ocean

temperatures can affect weather in different

parts of the world.

C) Energy—Learners apply their knowledge of

energy and matter to understand phenomena in

the world around them.

2.B Covering 70% of Earth’s surface,

the ocean exerts a major control on

climate by dominating Earth’s

energy and water cycles. It has the

2.1.A

2.1.B

2.1.C







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capacity to absorb large amounts

of solar energy. Heat and water

vapor are redistributed globally

through density-driven ocean

currents and atmospheric

circulation. Changes in ocean

circulation caused by tectonic

movements or large influxes of

fresh water from melting polar ice

can lead to significant and even

abrupt changes in climate, both

locally and on global scales.





patterns.

Analyze physical patterns such

as climate, areas of geothermal

activity, soil types, seal level

rise, and arid regions, suggesting


B) Changes in matter—Learners

understand the properties of the

substances that make up objects or

materials found in the

environment.

Consider the relationship

between ocean and atmospheric

chemistries.










contributes to the movement

of global air masses, the

hydrological cycles and ocean

currents.









feedback loops can affect climate.

Use examples such as the El Niño effect or

the Santa Ana winds to illustrate how

changes in wind patterns or ocean

temperatures can affect weather in different

parts of the world. B) Changes in matter—Learners apply their

understanding of chemical reactions to round out

their explanations of environmental characteristics

and everyday phenomena.



world around them.

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2.C The amount of solar energy

absorbed or radiated by Earth is

modulated by the atmosphere and

depends on its composition.

Greenhouse gases—such as water

vapor, carbon dioxide, and

methane—occur naturally in small

amounts and absorb and release

heat energy more efficiently than

abundant atmospheric gases like

nitrogen and oxygen. Small

increases in carbon dioxide

concentration have a large effect

on the climate system.

2.1.C STRAND 2.1—The Earth as a











energy is absorbed or

radiated.




world around them.

Explain the dynamic relationship between

greenhouse gases, solar energy absorption

and radiation, and climate.

2.D The abundance of greenhouse

gases in the atmosphere is

controlled by biogeochemical

cycles that continually move these

components between their ocean,

land, life, and atmosphere

reservoirs. The abundance of

carbon in the atmosphere is

reduced through seafloor

accumulation of marine sediments

and accumulation of plant biomass

and is increased through

deforestation and the burning of

fossil fuels as well as through

other processes.

2.1.B

2.1.C

2.2.D


Physical System

B) Changes in matter—

Learners understand the

properties of the substances that

make up objects or materials

found in the environment.

Consider the relationship

between ocean and

atmospheric chemistries.




transfer and transformations.

They are able to make


System B) Changes in matter—Learners apply their

understanding of chemical reactions to round

out their explanations of environmental

characteristics and everyday phenomena.

Explain everyday chemical reactions such as

burning fossil fuels, photosynthesis, or the

creation of smog in terms such as the release

or consumption of energy, the products of

these reactions, and how these products may

be involved in further chemical reactions and/or affect biogeochemical cycles.

Explain the chemical components of

biological processes such as photosynthesis,

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connections among phenomena

such as light, heat, magnetism,

electricity, and the motion of

objects.

Explain how the process of

life is based on the conversion,

utilization, storage and transfer

of energy. For example, create

a visual display that shows

how plants or animals use

energy, where that energy

comes from, and where it

goes.

STRAND 2.2—The Living

Environment D) Flow of matter and energy—

Learners understand how energy

and matter flow among the abiotic

and biotic components of the

environment.

Explain how matter is

transferred among organisms

and between organisms and

their environment in these

food webs. Describe the role

played by organisms in the

global carbon cycle.

respiration, nitrogen fixation, or

decomposition, and how biological and

physical processes fit in the overall process

of biogeochemical cycling.

Explain why elements cycle through the

biosphere at different rates, describing

influences on reaction rates. (Oxygen and

nitrogen cycle quickly, for example, while

phosphorus tends to be released from its

immobile form more slowly, depending

upon factors such as soil acidity.)

STRAND 2.2—The Living Environment D) Flow of matter and energy—Learners are

able to account for environmental characteristics

based on their knowledge of how matter and

energy interact in living systems.

Trace the flow of matter and energy through

living systems, and between living systems

and the physical environment, identifying

feedback loops. For example, show how

oxygen is released to the atmosphere by the

interaction of plants, animals, and non-living

matter in the global carbon cycle. Or use the

carbon cycle to explain the existence of

fossil energy sources.

2.E Airborne particulates, called

“aerosols,” have a complex effect

on Earth’s energy balance: they

2.1.C





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can cause both cooling, by

reflecting incoming sunlight back

out to space, and warming, by

absorbing and releasing heat

energy in the atmosphere. Small

solid and liquid particles can be

lofted into the atmosphere through

a variety of natural and manmade

processes, including volcanic

eruptions, sea spray, forest fires,

and emissions generated through

human activities.











radiated.


world around them.

2.F The interconnectedness of Earth’s

systems means that a significant

change in any one component of

the climate system can influence

the equilibrium of the entire Earth

system. Positive feedback loops

can amplify these effects and

trigger abrupt changes in the

climate system. These complex

interactions may result in climate

change that is more rapid and on a

larger scale than projected by

current climate models.

2.1.A

2.1.B

2.1.C







B) Changes in matter—Learners apply their






world around them.

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3. Life on Earth depends on,

is shaped by, and affects

climate.

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3.A Individual organisms survive

within specific ranges of

temperature, precipitation,

humidity, and sunlight. Organisms

exposed to climate conditions

outside their normal range must

adapt or migrate, or they will

perish.

2.2.A

2.2.C


Environment A) Organisms, populations, and

communities—Learners

understand that biotic communities

are made up of plants and animals

that are adapted to live in

particular environments.

Understand that some animals

and plants have adapted to

extreme environmental

conditions. Give examples of

adaptations that are behavioral

(for example, the migration of

Canada geese and other birds)

and physical (such as the

physical structures that enable

desert animals and plants to exist

on minimal amounts of water).

Understand that organisms may

be vulnerable to rapid or

significant environmental

changes.

C) Systems and connections—

Learners understand major kinds

of interactions among organisms

or populations of organisms.

Summarize how abiotic and

biotic components in

combination influence the

structure of an ecosystem. For

example, create a map for the

STRAND 2.2—The Living Environment A) Organisms, populations, and communities—

Learners understand basic population dynamics

and the importance of diversity in living systems.

Discuss the relationship of habitat changes

to plant and animal populations. Consider

such factors as variations in habitat size,

fragmentation, and fluctuation in conditions

such as pH, oxygen, temperature, available

light, or precipitation. For example, describe

the effects of a lake's eutrophication on

plant, insect, bacteria, and fish populations,

or why organisms might be vulnerable to

rapid or significant climate changes. C) Systems and connections—Learners

understand the living environment to be

comprised of interrelated, dynamic systems.

Discuss the interactions among organisms

and their environments. Explain ecosystem

change with respect to variables such as

climate change, the introduction of new

species, and human impacts; and explain

processes such as desertification and soil

formation as mechanisms for such change.

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climate.

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local region that shows

average temperature and

rainfall correlated with local

forest, grassland or desert

ecosystems. Or discuss the

process of soil formation in

terms of the interaction of

climate, geology, and living

organisms.

3.B The presence of small amounts of

heat-trapping greenhouse gases in

the atmosphere warms Earth’s

surface, resulting in a planet that

sustains liquid water and life.

2.1.A

2.1.C


Physical System

A) Processes that shape the




Earth. They are able to explore

the origin of differences in

physical patterns. C) Energy—Learners begin to











radiated.





especially those that are large-scale and long-

term, to characteristics of the Earth. C) Energy—Learners apply their knowledge of


world around them.

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climate.

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3.C Changes in climate conditions can

affect the health and function of

ecosystems and the survival of

entire species. The distribution

patterns of fossils show evidence

of gradual as well as abrupt

extinctions related to climate

change in the past.

2.2.A

2.2.B

2.2.C


Environment A) Organisms, populations, and

communities—Learners

understand that biotic communities

are made up of plants and animals

that are adapted to live in

particular environments.

Understand that some

animals and plants have

adapted to extreme

environmental conditions.

Give examples of

adaptations that are

behavioral (for example, the

migration of Canada geese

and other birds) and physical

(such as the physical

structures that enable desert

animals and plants to exist

on minimal amounts of

water). Understand that

organisms may be

vulnerable to rapid or

significant environmental

changes.

B) Heredity and evolution—

Learners have a basic

understanding of the importance

of genetic heritage.

Define extinction, cite

STRAND 2.2—The Living Environment A) Organisms, populations, and communities—

Learners understand basic population dynamics

and the importance of diversity in living systems.




fragmentation, and fluctuation in conditions

such as pH, oxygen, temperature, available

light, or precipitation. For example, describe

the effects of a lake's eutrophication on

plant, insect, bacteria, and fish populations,

or why organisms might be vulnerable to

rapid or significant climate changes. B) Heredity and evolution—Learners understand

the basic ideas and genetic mechanisms behind

biological evolution.

C) Systems and connections—Learners




and their environments. Explain ecosystem

change with respect to variables such as

climate change, the introduction of new

species, and human impacts; and explain

processes such as desertification and soil

formation as mechanisms for such change.

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climate.

EE

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evidence of extinction, and

identify some of its causes. C) Systems and connections—




Summarize how abiotic and

biotic components in

combination influence the

structure of an ecosystem.

For example, create a map

for the local region that

shows average temperature

and rainfall correlated with

local forest, grassland or

desert ecosystems. Or

discuss the process of soil

formation in terms of the

interaction of climate,

geology, and living

organisms.

3.D A range of natural records shows

that the last 10,000 years have

been an unusually stable period in

Earth’s climate history. Modern

human societies developed during

this time. The agricultural,

economic, and transportation

systems we rely upon are

vulnerable if the climate changes

significantly.

2.4.A STRAND 2.4—Environment

and Society A) Human/environment

interactions—Learners

understand that human-caused

changes have consequences for the

immediate environment as well as

for other places and future times.


environmental changes cause






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climate.

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changes in other places. For

example, discuss the effects of

building a dam on downstream

plant and animal communities

as well as on human

communities or how climate

change might reduce the

availability of food, water and

land.

3.E Life—including microbes, plants,

and animals and humans—is a

major driver of the global carbon

cycle and can influence global

climate by modifying the

chemical makeup of the

atmosphere. The geologic record

shows that life has significantly

altered the atmosphere during

Earth’s history.

2.2.D STRAND 2.2—The Living

Environment D) Flow of matter and energy—

Learners understand how energy

and matter flow among the abiotic

and biotic components of the

environment.

Explain how matter is

transferred among organisms

and between organisms and

their environment in these

food webs. Describe the role

played by organisms in the

global carbon cycle.

STRAND 2.2—The Living Environment D) Flow of matter and energy—Learners are

able to account for environmental characteristics

based on their knowledge of how matter and

energy interact in living systems.

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4. Climate varies over space

and time through both

natural and man-made

processes.

EE

Code


4.A Climate is determined by the

long-term pattern of temperature

and precipitation averages and

extremes at a location. Climate

descriptions can refer to areas that

are local, regional, or global in

extent. Climate can be described

for different time intervals, such

as decades, years, seasons,

months, or specific dates of the

year.

2.1.A








patterns.

Analyze physical patterns

such as climate, areas of

geothermal activity, soil

types, sea level rise, and arid

regions, suggesting reasons

for these patterns. Explain

these patterns in terms of

abrupt forces (such as

earthquakes or major storms)

and long-term processes (such

as erosion and rock

formation), as well as those

that are human-caused (such

as increases in greenhouse

gases, suburban development

or agricultural practices).

Consider historical evidence

of changes in physical

processes and patterns. For

example, examine tree rings

or formation and melting of







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processes.

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glaciers as evidence of

climate change.

4.B Climate is not the same thing as

weather. Weather is the minute-

by-minute variable condition of

the atmosphere on a local scale.

Climate is a conceptual

description of an area’s average

weather conditions and the extent

to which those conditions vary

over long time intervals.

2.1.A








patterns.




seasonal change) to the



shows how seasonal change is

affected by the Earth/sun

relationship.







4.C Climate change is a significant

and persistent change in an area’s

average climate conditions or

their extremes. Seasonal

variations and multi-year cycles

(for example, the El Niño

Southern Oscillation) that

produce warm, cool, wet, or dry

periods across different regions

are a natural part of climate

2.1.A








patterns. Relate physical processes







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processes.

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variability. They do not represent

climate change.

and patterns (such as

climate, weather phenomena,

and seasonal change) to the



shows how seasonal change

is affected by the Earth/sun

relationship.

4.D Scientific observations indicate

that global climate has changed in

the past, is changing now, and

will change in the future. The

magnitude and direction of this

change is not the same at all

locations on Earth.








patterns.







climate change.







4.E Based on evidence from tree

rings, other natural records, and

scientific observations made

around the world, Earth’s average

temperature is now warmer than

it has been for at least the past











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processes.

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1,300 years. Average

temperatures have increased

markedly in the past 50 years,

especially in the North Polar

Region.



patterns.







climate change.


4.F Natural processes driving Earth’s

long-term climate variability do

not explain the rapid climate

change observed in recent

decades. The only explanation

that is consistent with all

available evidence is that human

impacts are playing an increasing

role in climate change. Future

changes in climate may be rapid

compared to historical changes.

2.1.A

2.1.B

2.1.C








patterns.




types, sea level rise, and arid

regions, suggesting reasons

for these patterns. Explain

these patterns in terms of

abrupt forces (such as

earthquakes or major storms)

and long-term processes

(such as erosion and rock













world around them.

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processes.

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formation), as well as those

that are human-caused (such

as increases in greenhouse

gases, suburban development

or agricultural practices).







climate change. C) Energy—Learners begin to










energy is absorbed or radiated.


contributes to the movement

of global air masses, the

hydrological cycle and ocean

currents.

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processes.

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4.G Natural processes that remove

carbon dioxide from the

atmosphere operate slowly when

compared to the processes that

are now adding it to the

atmosphere. Thus, carbon dioxide

introduced into the atmosphere

today may remain there for a

century or more. Other

greenhouse gases, including some

created by humans, may remain

in the atmosphere for thousands

of years.

2.1.A

2.1.B












Principles of Climate Sciences

(2009)


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5. Our understanding of the

climate system is improved

through observations,

theoretical studies, and

modeling.

EE

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5.A The components and processes

of Earth’s climate system are

subject to the same physical laws

as the rest of the Universe.

Therefore, the behavior of the

climate system can be

2.1.A

2.1.B

2.1.C


Physical System A) Processes that shape the Earth—

Learners have a basic understanding of

most of the physical processes that

shape the Earth. They are able to




shape the Earth. They can relate these

processes, especially those that are large-scale

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modeling.

EE

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understood and predicted

through careful, systematic

study.

explore the origin of differences in

physical patterns.

Analyze physical patterns such as

climate, areas of geothermal

activity, soil types, sea level rise,

and arid regions, suggesting

reasons for these patterns. Explain

these patterns in terms of abrupt

forces (such as earthquakes or

major storms) and long-term

processes (such as erosion and

rock formation), as well as those

that are human-caused (such as

increases in greenhouse gases,

suburban development or

agricultural practices).

Consider historical evidence of

changes in physical processes and

patterns. For example, examine

tree rings or formation and

melting of glaciers as evidence of

climate change.

B) Changes in matter—Learners

understand the properties of the

substances that make up objects or

materials found in the environment.

C) Energy—Learners begin to grasp

and long-term, to characteristics of the Earth.





C) Energy—Learners apply their knowledge

of energy and matter to understand phenomena

in the world around them.

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modeling.

EE

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formal concepts related to energy by

focusing on energy transfer and

transformations. They are able to make

connections among phenomena such as

light, heat, magnetism, electricity, and


5.B Environmental observations are

the foundation for understanding

the climate system. From the

bottom of the ocean to the

surface of the Sun, instruments

on weather stations, buoys,

satellites, and other platforms

collect climate data. To learn

about past climates, scientists

use natural records, such as tree

rings, ice cores, and sedimentary

layers. Historical observations,

such as native knowledge and

personal journals, also document

past climate change.

1.C STRAND 1—Questioning,

Analysis and Interpretation Skills C) Collecting information—

Learners are able to locate and collect

reliable information about the

environment or environmental topics

using a variety of methods and

sources.


Interpretation Skills C) Collecting information—Learners are able

to locate and collect reliable information for

environmental investigations of many types.

They know how to use sophisticated

technology to collect information, including

computer programs that access, gather, store,

and display data.

5.C Observations, experiments, and

theory are used to construct and

refine computer models that

represent the climate system and

make predictions about its future

behavior. Results from these

1.F STRAND 1—Questioning,

Analysis and Interpretation Skills

F) Working with models and

simulations—Learners understand

many of the uses and limitations of

models.


Interpretation Skills F) Working with models and simulations—

Learners are able to create, use, and evaluate

models to understand environmental

phenomena.

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modeling.

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models lead to better

understanding of the linkages

between the atmosphere-ocean

system and climate conditions

and inspire more observations

and experiments. Over time, this

iterative process will result in

more reliable projections of

future climate conditions.

5.D Our understanding of climate

differs in important ways from

our understanding of weather.

Climate scientists’ ability to

predict climate patterns months,

years, or decades into the future

is constrained by different

limitations than those faced by

meteorologists in forecasting

weather days to weeks into the

future.

5.E Scientists have conducted

extensive research on the

fundamental characteristics of

the climate system and their

understanding will continue to

improve. Current climate change

3.1.A

3.1.B

3.1.C

3.1.D

STRAND 3— Skills for

Understanding and Addressing

Environmental Issues

STRAND 3.1—Skills for Analyzing


Issues

A) Identifying and investigating

STRAND 3— Skills for Understanding

and Addressing Environmental Issues




Learners apply their research and analytical

skills to investigate environmental issues

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modeling.

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projections are reliable enough

to help humans evaluate

potential decisions and actions in

response to climate change.

issues—Learners are able to use

primary and secondary sources of

information, and apply growing

research and analytical skills, to

investigate environmental issues,

beginning in their own community.


issues—Learners are able to apply

their knowledge of ecological and

human processes and systems to

identify the consequences of specific


C) Identifying and evaluating

alternative solutions and courses of

action—Learners are able to identify

and develop action strategies for

addressing particular issues.

D) Working with flexibility,

creativity, and openness—Learners

are able to consider the assumptions

and interpretations that influence the

conclusions they and others draw

about environmental issues.

ranging from local issues to those that are

regional or global in scope.


issues—Learners are able to evaluate the


changes, conditions, and issues for human

and ecological systems.

C) Identifying and evaluating alternative

solutions and courses of action—Learners

are able to identify and propose action

strategies that are likely to be effective in

particular situations and for particular

purposes.



investigations can bring to the surface deeply

held views, learners are able to engage each

other in peer review conducted in the spirit of

open inquiry.

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6. Human activities are

impacting the climate

system.

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6.A The overwhelming consensus of

scientific studies on climate

indicates that most of the

observed increase in global

average temperatures since the

latter part of the 20th century is

very likely due to human

activities, primarily from

increases in greenhouse gas

concentrations resulting from the

burning of fossil fuels.2

2.1.A

2.4.A


Physical System

A) Processes that shape the Earth—

Learners have a basic understanding of

most of the physical processes that

shape the Earth. They are able to

explore the origin of differences in

physical patterns.

Analyze physical patterns such as

climate, areas of geothermal

activity, soil types, sea level rise,

and arid regions, suggesting reasons

for these patterns. Explain these

patterns in terms of abrupt forces

(such as earthquakes or major

storms) and long-term processes

(such as erosion and rock

formation), as well as those that are

human-caused (such as increases in

greenhouse gases, suburban

development or agricultural

practices).


Society A) Human/environment

interactions—Learners understand that

human-caused changes have

consequences for the immediate

environment as well as for other places

and future times.



Learners understand that humans are able to

alter the physical environment to meet their

needs and that there are limits to the ability of

the environment to absorb impacts or meet

human needs.

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system.

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6.B Emissions from the widespread

burning of fossil fuels since the

start of the Industrial Revolution

have increased the concentration

of greenhouse gases in the

atmosphere. Because these gases

can remain in the atmosphere for

hundreds of years before being

removed by natural processes,

their warming influence is

projected to persist into the next

century.

2.4.A STRAND 2.4—Environment and






and future times.







human needs.

6.C Human activities have affected

the land, oceans, and

atmosphere, and these changes

have altered global climate

patterns. Burning fossil fuels,

releasing chemicals into the

atmosphere, reducing the amount

of forest cover, and rapid

expansion of farming,

development, and industrial

activities are releasing carbon

dioxide into the atmosphere and

changing the balance of the

climate system.

2.3.D

2.4.A


Societies D) Global connections—Learners

become familiar with ways in which the

world’s environmental, social,

economic, cultural, and political systems

are linked.







and future times


Societies D) Global connections—Learners are able to

analyze global, social, cultural, political,








human needs.

6.D Growing evidence shows that

changes in many physical and 2.2.A

2.2.C


Environment


Environment

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system.

EE

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biological systems are linked to

human-caused global warming.3

Some changes resulting from

human activities have decreased

the capacity of the environment

to support various species and

have substantially reduced

ecosystem biodiversity and

ecological resilience.

2.4.A A) Organisms, populations, and

communities—Learners understand that

biotic communities are made up of

plants and animals that are adapted to

live in particular environments.


understand major kinds of interactions

among organisms or populations of

organisms.







and future times

A) Organisms, populations, and

communities—Learners understand basic

population dynamics and the importance of

diversity in living systems.

Discuss the relationship of habitat

changes to plant and animal populations.

Consider such factors as variations in

habitat size, fragmentation, and

fluctuation in conditions such as pH,

oxygen, temperature, available light, or

precipitation. For example, describe the

effects of a lake's eutrophication on

plant, insect, bacteria, and fish

populations, or why organisms might be

vulnerable to rapid or significant climate

changes. C) Systems and connections—Learners



Discuss the interactions among

organisms and their environments.

Explain ecosystem change with respect to

variables such as climate change, the

introduction of new species, and human

impacts; and explain processes such as



45



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system.

EE

Code








human needs.

6.E Scientists and economists predict

that there will be both positive

and negative impacts from

global climate change. If

warming exceeds 2 to 3°C (3.6

to 5.4°F) over the next century,

the consequences of the negative

impacts are likely to be much

greater than the consequences of

the positive impacts.

2.4.A STRAND 2.4—Environment and






and future times







human needs.




(2009)

CL

Code

7. Climate change will have

consequences for the Earth

system and human lives.

EE

Code


7.A Melting of ice sheets and glaciers,

combined with the thermal expansion

of seawater as the oceans warm, is

2.1.A

2.3.D

2.4.A

STRAND 2.1—The Earth as

a Physical System A) Processes that shape the



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Code




EE

Code


causing sea level to rise. Seawater is

beginning to move onto low-lying

land and to contaminate coastal fresh

water sources and beginning to

submerge coastal facilities and barrier

islands. Sea-level rise increases the

risk of damage to homes and

buildings from storm surges such as

those that accompany hurricanes.






physical patterns.




types, sea level rise, and

arid regions, suggesting


Explain these patterns in

terms of abrupt forces (such

as earthquakes or major

storms) and long-term

processes (such as erosion

and rock formation), as well

as those that are human-

caused (such as increases in

greenhouse gases, suburban

development or agricultural

practices).

STRAND 2.3—Humans and

Their Societies D) Global connections—

Learners become familiar with

ways in which the world’s

environmental, social, economic,

cultural, and political systems




term, to characteristics of the Earth.


Societies D) Global connections—Learners are able to

analyze global, social, cultural, political,


STRAND 2.4—Environment and Society A) Human/environment interactions—





human needs.

Analyze specific examples of

environmental change in terms of

qualitative and quantitative costs and

benefits for different groups of people and

specific species or ecosystems. For

example, evaluate the effect of sea level

rise and other possible impacts of climate

change.

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are linked.

STRAND 2.4—Environment

and Society

A) Human/environment



changes have consequences for

the immediate environment as

well as for other places and

future times.

7.B Climate plays an important role in the

global distribution of freshwater

resources. Changing precipitation

patterns and temperature conditions

will alter the distribution and

availability of freshwater resources,

reducing reliable access to water for

many people and their crops. Winter

snowpack and mountain glaciers that

provide water for human use are

declining as a result of global

warming.

2.1.A

2.4.A

2.4.B

2.4.C

2.4.E








physical patterns.

STRAND 2.4—

Environment and Society A) Human/environment






future times.

B) Places—Learners begin to

explore the meaning of places

both close to home and around








Learners understand that people depend on,

change, and are affected by the environment.

B) Places—Learners understand that places

differ in their physical and human

characteristics.

C) Resources—Learners understand the basic

concepts of resource and resource distribution.


familiar with some local environmental issues

and understand that people in other places

experience environmental issues as well.

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Code




EE

Code


the world.

C) Resources—Learners

understand that uneven

distribution of resources

influences their use and

perceived value.

E) Environmental issues—

Learners are familiar with a

range of environmental issues at

scales that range from local to

national to global. They

understand that people in other

places around the world

experience environmental issues

similar to the ones they are

concerned about locally.

7.C Incidents of extreme weather are

projected to increase as a result of

climate change. Many locations will

see a substantial increase in the

number of heat waves they

experience per year and a likely

decrease in episodes of severe cold.

Precipitation events are expected to

become less frequent but more

intense in many areas, and droughts

will be more frequent and severe in

areas where average precipitation is

projected to decrease.2

2.1.A

2.2.A

2.2.C

2.4.A

2.4.C








physical patterns.


Environment A) Organisms, populations,

and communities—Learners

understand that biotic

communities are made up of

plants and animals that are







STRAND 2.2—The Living Environment A) Organisms, populations, and







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Code




EE

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adapted to live in particular

environments.





STRAND 2.4—







future times.

C) Resources—Learners

understand that uneven

distribution of resources

influences their use and

perceived value.




C) Resources—Learners understand the basic

concepts of resource and resource distribution.

7.D The chemistry of ocean water is

changed by absorption of carbon

dioxide from the atmosphere.

Increasing carbon dioxide levels in

the atmosphere is causing ocean

water to become more acidic,

threatening the survival of shell-

building marine species and the entire

food web of which they are a part.

2.1.B

2.2.A

2.2.C


a Physical System B) Changes in matter—

Learners understand the

properties of the substances that

make up objects or materials

found in the environment.






System B) Changes in matter—Learners apply their




Explain everyday chemical reactions such

as burning fossil fuels, photosynthesis, or

the creation of smog in terms such as the

release or consumption of energy, the

products of these reactions, and how these

products may be involved in further

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EE

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environments.





chemical reactions and/or affect

biogeochemical cycles.








fragmentation, and fluctuation in

conditions such as pH, oxygen,

temperature, available light, or

precipitation. For example, describe the

effects of a lake's eutrophication on plant,

insect, bacteria, and fish populations, or

why organisms might be vulnerable to

rapid or significant climate changes. C) Systems and connections—Learners




and their environments. Explain

ecosystem change with respect to

variables such as climate change, the

introduction of new species, and human

impacts; and explain processes such as



51




(2009)

CL

Code




EE

Code


7.E Ecosystems on land and in the ocean

have been and will continue to be

disturbed by climate change.

Animals, plants, bacteria, and viruses

will migrate to new areas with

favorable climate conditions.

Infectious diseases and certain

species will be able to invade areas

that they did not previously inhabit.

2.2.A

2.2.C








environments.












7.F Human health and mortality rates will

be affected to different degrees in

specific regions of the world as a

result of climate change. Although

cold-related deaths are predicted to

decrease, other risks are predicted to

rise. The incidence and geographical

range of climate-sensitive infectious

diseases—such as malaria, dengue

fever, and tick-borne diseases—will

increase. Drought-reduced crop

yields, degraded air and water

quality, and increased hazards in

coastal and low-lying areas will

contribute to unhealthy conditions,

particularly for the most vulnerable

populations.

2.4.A

2.4.E

STRAND 2.4—







future times.

E) Environmental issues—

Learners are familiar with a

range of environmental issues at

scales that range from local to

national to global. They

understand that people in other

places around the world

experience environmental issues

similar to the ones they are

concerned about locally.





familiar with some local environmental issues

and understand that people in other places

experience environmental issues as well.

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